An exploratory study into the complexity of relations between physics lecturers' crafting of practice and students' expectations of quality teaching

• This study contributes to research that characterises the affective learning thatis evoked and taken on by students in response to their perceptions of their contextuallearning environments. Interview-discussions were held with lecturers of both introductoryand higher-level physics courses (n = 3) concerning how they formulated their patterns ofteaching in terms of a particular conceptual framing that they considered to best optimizemaking learning possible. Subsequently their students (n = 212) were asked with writtenquestions, and some select follow-up interview-discussions, to describe what they expectedfrom ‘a good physics lecturer’. The relationships between these two things—the lecturer’scrafting of practice and the students’ expectations of quality teaching—were investigated.Results show that students’ expectations tend to match their lecturers’ practice, indicatingthat students are strongly influenced by a contextually based appreciation of ‘good’teaching.

Ämnesord

NATURVETENSKAP  -- Fysik -- Annan fysik (hsv//swe)

NATURAL SCIENCES  -- Physical Sciences -- Other Physics Topics (hsv//eng)

Nyckelord

Affective learning

Student expectations

University physics

Crafting of teaching practice

Teaching approaches

Learning approaches

Fysik med inriktning mot fysikens didaktik

Physics with specialization in Physics Education

Publikations- och innehållstyp

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